Studi Kasus Komparatif : Kegiatan Pembelajaran IPA di Santiwit School English Program Thailand dan SD Muhammadiyah 07 Semboro

Abstract

This study aims to describe the practice of science learning activities at Santiwit School English Program Thailand and SD Muhammadiyah 07 Semboro, as well as to identify the similarities and differences in science learning practices between the two schools. This research was motivated by the importance of understanding how science learning is implemented in different educational contexts, particularly in schools with different languages of instruction and learning approaches. This study employed a qualitative approach with a descriptive qualitative research design. Data were collected through observations, interviews, and documentation involving third-grade homeroom teachers from both schools. The data were analyzed using the Miles and Huberman model, including data collection, data reduction, data display, and conclusion drawing. The findings revealed that science learning activities in both schools were conducted through three stages: preliminary activities, core activities, and closing activities. Similarities were found in the use of apperception, question-andanswer methods, observations, learning media, and reflection activities. However, differences were identified in student involvement, teacher roles, interaction patterns, and learning media. Science learning at Santiwit School English Program tended to apply a teacher-centered learning approach due to the use of English as the language of instruction, which limited students’ participation in discussions and presentations. In contrast, science learning at SD Muhammadiyah 07 Semboro was more studentcentered, involving group discussions, direct observations, projects, and student presentations. This study concludes that science learning practices in both schools are influenced by students’ characteristics, instructional language, and the learning strategies implemented by teachers.